1. 1 NCEA Level 1 - Visual Arts 2010 – AS90020 Examples of Candidate Work

2. 2 Excellence

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4. 4 This submission has been verified at the higher end of the Excellence grade range. This portfolio presents outstanding evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This submission generates ideas around kiwi camping culture with strong images utilising differing view points, which have provided plenty of opportunity for developing ideas in both form and meaning. This candidate handles a wide range of media and techniques with fluency and understanding; e.g. the woodcut print with references to Nigel Brown. The effective use of crotchet as a medium has demonstrated an appropriate choice in relation to the theme as well as carrying on patterning ideas presented early on panel one. Purposeful decisions have been made in the handling of text and in the definition of a limited contrasting colour scheme, which have linked ideas and strengthened compositions from panel one to panel two. The final work moves beyond the pictorial ideas presented earlier, using simplification of imagery into motifs (caravan and cabbage tree) repeated in interesting and original combinations. These motifs have been successfully juxtaposed using new layering techniques and compositional devices. The clear integration and clarification of techniques and conventions from established practice in the students own work characterises requirements for Excellence at this level.

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8. 8 This submission has been verified in the middle of the Excellence grade range. This portfolio presents outstanding evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This submission presents fluent control of a range of media and techniques in the strongly rendered initial drawings. This provides a clear starting point for generating ideas which have been revisited and clarified successfully throughout the submission. Purposeful decision-making in the development of ideas has been made in the confident handling of mark-making in paint and in the layering of warm and cool colours. Collaged strips on panel one have been introduced as a grid faming device which has been developed successfully into bands of contrasting black and white and coloured areas on panel two. Although artist models may not be explicitly evident, this candidate has integrated landscape conventions within the works themselves, which enables this submission to sit comfortably within the Excellence grade range.

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12. 12 This submission has been verified in the middle of the Excellence grade range. This portfolio presents outstanding evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Initial drawings provide a starting point for this candidate to explore a theme around cultural identity, which is successfully sustained throughout this submission. A range of media and techniques are handled with fluency with mark-making techniques used throughout both panels. The use of text has been introduced as a successful compositional device, which has been explored in a variety of ways. Purposeful decisions have been made early to restrict the palette to earth tone colours and in the use of contrasting areas of strong black and whites pattern, which is appropriate for this theme. Ideas have been developed and extended purposefully within a narrative context, and effective compositional links have been made between works, as the candidate integrates a number of contemporary Maori artists into their work; e.g. Bill Hammond, Robin Kahukiwa, Shane Cotton. The effective decision to avoid letting the narrative dominate the development of ideas and the successful attention to strong pictorial composition possibilities, has enabled this submission to sit comfortably within the Excellence grade range.

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16. 16 This submission has been verified at the lower end the Excellence grade range. This portfolio presents outstanding evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. The two panels presented in this submission clearly link the thematic use of numbers, developed from the initial 2D drawing and painting, to a 3D sculptural approach. The candidate successfully investigates contrasting line with positive and negative space. There is emphasis placed on particular letter forms as well as demonstrating fluent control of drawing and painting media, along with successful handling of sculptural processes (cardboard maquettes). Purposeful decisions have been made in the development of ideas as the candidate applies surface texture and layers on panel one and explores shapes and space in a variety of ways on panel two. The candidate has made a deliberate decision to document the final sculpture with references to the yellow base presented earlier in the submission, and revisited the wire arc idea. The decision-making and apparent consistent control across the two panels justifies this submission moving into the Excellence grade. There is also clear evidence that this candidate has demonstrated an understanding of the established practice studied in the production of these works; e.g. Rosalie Gascoigne, Jasper Johns, Rachel Whitehead and Neil Dawson. For this submission to sit more comfortably within the Excellence grade range, it is suggested that this candidate could have considered some editing on panel two, as the decisions made earlier on this panel tends to be more successful than later (polystyrene model loses control of media).

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20. 20 This submission has been verified at the lower end of the Excellence grade range. This portfolio presents outstanding evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This candidate demonstrates passages of fluency in the use of media and techniques in recording information from subject. The information gathered on primitive masks and surface patterning has provided sufficient information to allow the candidate to extend ideas throughout both panels. Purposeful decisions around patterning and layering have been clarified on panel two with the integration of John Bevan Ford and Picasso as artist models. The final works integrate and clarify subtle shifts of linear, patterned and block areas of shapes with transparent and opaque imagery. For this submission to sit more comfortably within the Excellence grade range, it is suggested that this candidate could have demonstrated a more consistent level of fluency in a range of media throughout the submission and reconsidered the value of including two large, resolved works on both panels.

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23. 23 Merit

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25. 25 This submission has been verified at the higher end the Merit grade range. This portfolio presents sound evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Sufficient control of media and techniques (pencil, ink, paint, stencilling) is demonstrated throughout the submission. Purposeful decisions have been made to move beyond the initial grid proposed early on panel one into integrating line, pattern and shape in more complex layered arrangements, which moves this submission closer to an Excellence grade. The decision to limit the colour palette to subtle shifts of warm colours, contrasting with black and white, ties in well with the theme explored. A number of artist models have been developed in their own work including, Reuben Patterson, David Salle, Pat Steir and Robert Kushner. For this submission to Achieve with Excellence, it is suggested that this candidate could have demonstrated a more consistent fluency in recording information and developing and clarifying ideas from subject matter.

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29. 29 This has been verified at the at the higher end of the Merit grade range. This portfolio presents sound evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Initial drawings demonstrate a high degree of perceptual awareness, fluent control of dry media and layered paint colour in the rendering of still life objects and local land/seascapes. Purposeful decisions have been made in the investigation of format and the deliberate contrasting of integrating wet and dry media within a work. Revisiting the brief encounter with collage into later works may have enabled this candidate to progress further in the development of ideas. For this submission to Achieve with Excellence, it is suggested that this candidate could have demonstrated a greater progression in the development of ideas. Also, by referencing more artist models, this candidate could have avoided the repetition shown in the three final similar large works on panel two.

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33. 33 This has been verified in the middle of the Merit grade range. This portfolio presents sound evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Ideas have been generated in the initial drawings, which consciously set up an early proposition to explore interior and exterior landscapes. Control in the handling of drawing and painting media to enhance ideas is consistent throughout both panels and this holds this submission comfortably within the Merit grade range. Purposeful decision-making has been demonstrated by way of a systematic approach to investigate architectural forms. The use of architectural framing devices in space and contrasting affects of light make reference to Hopper and Diebenkorn. For this submission to move closer to an Excellence grade, it is suggested that this candidate could have progressed beyond the fairly narrow field of investigation and reconsidered the value of submitting four similar works on panel two. Including smaller explorative studies may have better informed the decisions made in these larger works.

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37. 37 This submission has been verified at the lower end of the Merit grade range This portfolio presents sound evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Initial drawings may show limited control in recording from subject matter, however control in handling paint and mark- making improves markedly and sufficiently throughout the submission to justify it sitting at Merit. The candidate shows purposeful decision-making in the flattening of shape and colour, shifts in scale and the use of the grid as a framing device. There is also evidence of a purposeful development of ideas in the link between the grid, introduced early on panel one, and the investigation of this device in a number of ways. This is explored further on panel two without overly repeating the same arrangement. The candidate makes early references to Rosalie Gascoigne, which informs the decisions made throughout the submission. For this submission to sit comfortably within the Merit grade range, it is suggested that this candidate could have shown more consistency in control of media and more purpose in the development of ideas by progressing beyond merely rearranging the key pictorial elements.

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41. 41 This submission has been verified at the lower end of the Merit grade range. This portfolio presents sound evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. Initial drawings show control in recording information from subject matter, with careful attention to detail in the drawings and prints of the birds and feathers. The selection of the earth tone colour palette and layering techniques link the works successfully across the two panels. Purposeful decisions have been made in the development of ideas on panel one through the deliberate shift from detailed observational drawings and prints of the birds and landforms into silhouette motifs. These have been arranged using repetition and rotation devices, using text as a textural element, contrasting bold flat pattern and intricate black and white patterned shapes. The established practice of John Bevan Ford and Shane Cotton has been clearly developed in their own work. For this submission to sit comfortably within the Merit grade range, it is suggested that this candidate could have considered investigating a broader range of imagery early on panel one to draw ideas from, as well as including more smaller works on panel two, to inform the two large final works.

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44. 44 Achieved

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46. 46 This has been verified at the higher end of the Achievement grade range. This portfolio presents sufficient evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This submission has been rewarded for the appropriate use of an extensive range of media and techniques, including drawing, collage, painting and 3-dimensional sculptural concerns. While this submission shows evidence of 2-dimensional painting conventions (panel one) and 3- dimensional sculptural conventions (panel two), which appear to be disjointed, thematic decisions have been made in the development of ideas that link applied surface texture and layers (panel one) with a variety of 3D shapes and spaces (panel two). The candidate has successfully explored a number of options in both 2D and 3D ideas which has moved this submission closer to a Merit grade. For this submission to Achieve with Merit, it is suggested that this candidate could have considered more purposeful decision making in moving from the 2D works on panel one into the 3D works on panel two, making more explicit use of applied surface textures on the shapes and surrounding spaces. There is clear evidence that this candidate has considered a range of artist models in the production of these works e.g. Rosalie Gascoigne, Jasper Johns and Neil Dawson.

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50. 50 This has been verified at the higher end of the Achievement grade range. This portfolio presents sufficient evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. The candidate has consistently demonstrated appropriate use of media (pencil, paint, ink) and techniques (painting, printmaking) in recording information from subject matter. The selection of still life objects made up of primitive masks provides an initial starting point for the generation of ideas and pattern making throughout the submission. Clear decisions have been made to explore the use of repeated bold and delicate patterns and motif, with bright contrasting colour. These have been purposefully arranged within divided sections, which has moved this submission closer to the Merit grade. The inclusion of landscape elements has also demonstrated a development of ideas beyond the interior setting. For this submission to Achieve with Merit it is suggested that this candidate could have reconsidered the overly repetitive use of simple decorative pattern-making and endeavoured to develop further compositional ideas, making references to more artist models.

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54. 54 This has been verified in the middle of the Achievement grade range. This submission presents sufficient evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This submission consistently demonstrates an appropriate use of a range of media and techniques (pencil shading, tonal modelling - paint washes and blending, textual effects, control of edges) in the recording of information from urban landscapes throughout this submission. From the initial starting point, ideas have been subtly developed around viewpoint, planes and surfaces. Although big shifts have not been made, this submission does sit comfortably within the Achieved grade range. For this submission to have reached the higher end of the Achieved range, it is suggested that the candidate could have considered referring to more artist models in the development of their ideas. It is also suggested that the candidate reconsiders the value of submitting four evenly sized works on panel two. Presenting smaller works related to larger works could have shown the hierarchy in the development of ideas more clearly.

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58. 58 This has been verified at the lower end of the Achievement grade range. This portfolio presents sufficient to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This candidate demonstrates appropriate use of a range of media (pencil, paint) and techniques (painting/blending, printmaking/stencilling, clear edges) in recording information from subject matter required for this level. The decision to develop the Koru and Whale tale into repeated silhouette motifs and the use of small text in the backgrounds to show a textual effect, has enabled this candidate to show sufficient development of ideas to place it in the Achievement grade range. Each work is thematically linked through the selection of shapes and colour choice, but they are different enough to show a development from the initial starting point. By referring to more artist models, and linking and sequencing smaller related works towards larger works, the candidate could have shown a more clear development of ideas and consequently would have sat more comfortably within the Achieved grade range.

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62. 62 This has been verified at the lower end of the Achievement grade range. This portfolio presents sufficient evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This candidate is beginning to define a relatively simple pictorial proposition around representing hill forms, sea and sky, which is sustained throughout this submission. This consistent approach along with exploring the option of using the grid as a compositional device as well as collage, has enabled this candidate to demonstrate sufficient development of ideas to reach the standard at this level, albeit just lifting it into an Achieved grade. The candidate attempts to manipulate media by blending tones and colour for lighting effects on the land, but relies on the single technique of gestural mark making without developing this technique further. The brief experimentation with collage shows a willingness to try something new, although this does not contribute to further development of ideas. Although initial observational drawings show limited recording from subject matter (tonal modelling), this candidate has developed sufficient skills further in the submission, to lift it to Achievement. Recognising pictorial opportunities and referring to more artist models may have enabled this candidate to explore more options in the development of ideas. This would enable the work to sit more comfortably within the Achievement grade range.

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66. 66 This has been verified at the higher end of the Not Achieved grade range. This portfolio does not present sufficient evidence to meet requirements of The New Zealand Curriculum, Learning Media, Ministry of Education, 2007, and relates to the following strands in Visual Arts, Level 6: Understanding the Arts in Context; Developing Practical Knowledge; Developing Ideas; Communicating and Interpreting. This submission has been included in the online exemplars as it represents a body of work, which commonly lacks the consistent evidence of the criteria required to meet the standard required for Level Six of the The New Zealand Curriculum. Some drawings demonstrate sufficient evidence at this level for recording information from subject matter, as well as demonstrating appropriate use of a range of media and techniques. However the level of control is insufficient in many pieces of work, especially in the use of text. There are brief passages of idea development with the iconic single images arranged within a simple grid. Further investigation into drawing from still life and the landscape may have allowed a broader bank of images to generate ideas from. The final work on panel two is clear evidence of the standard required at this level, which has moved this submission very close to Achieved. For this submission to be assessed as Achieved, this candidate would need to sustain appropriate use of the media and techniques throughout the submission, refer to a wider range of artist models in the development of ideas, and reconsider the inclusion of the large scale drawing on the top of panel two.

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